Dryden Street Nursery

Inclusion: Expected standard

Typically, children, including those who are disadvantaged and those with special educational needs and/or disabilities, are supported well. Staff assess and identify children's needs at an early stage and work effectively with external agencies to secure appropriate support. As a result, children make secure progress from their individual starting points. Generally, leaders use additional funding effectively to meet children's individual needs and help remove barriers to learning. They carefully monitor the impact of funded interventions through regular observations, assessments and reviews of children's progress. For example, leaders have used funding to purchase large-scale play equipment to support children's physical development. Staff report noticeable improvements in children's coordination, balance and confidence while using physical equipment outdoors. Leaders evaluate the effectiveness of spending and use this information to inform future decisions about how best to support children's learning and development.

Staff monitor children's attendance effectively. They work closely with parents and carers to ensure that they understand the importance of consistent attendance. As a result, children attend regularly and are able to fully benefit from the learning opportunities and experiences that the nursery provides.

Curriculum and teaching: Expected standard

Generally, leaders have developed a curriculum that takes account of children's interests. Children typically experience a curriculum that builds effectively on what they already know and can do. They are generally engaged and motivated to learn. For example, older children enjoy solving problems as they investigate how many building blocks can fit into a container. They explore capacity during water play. These experiences help children to develop their thinking skills.

Overall, teaching supports children to make progress across the areas of learning. However, there are some inconsistencies in the delivery of the curriculum. Some staff are less confident in implementing learning experiences and do not always adapt activities effectively to meet children's individual needs and stages of development. Consequently, some activities are not always pitched at the right level, and children occasionally become disengaged in their learning.

Children generally develop communication and language skills well. Staff support children who speak English as an additional language effectively. They learn key words in children's home language and introduce them to a range of new vocabulary. Children gain a secure command of English. Typically, the curriculum is inclusive, and children, including those with special educational needs and/or disabilities, are supported to access learning opportunities alongside their peers. Children make steady progress from their starting points and develop the skills needed for their future success.

Achievement: Expected standard

Overall, leaders have designed an inclusive curriculum that supports all children, including those with special educational needs and/or disabilities, to make progress. However, not all staff are confident in implementing learning experiences for children. This means that some children do not achieve as well as they could. That said, leaders ensure that children's starting points are identified accurately and that learning is tailored to meet their individual needs. Leaders monitor children's progress closely and use assessment information to identify gaps in learning and provide additional support where required.

Generally, leaders have established effective systems to ensure that children acquire the knowledge, skills and behaviours they need for future success. They regularly review the curriculum and children's outcomes to evaluate its effectiveness and make improvements where necessary.

Typically, leaders are ambitious for all children. Through their focus on inclusion, early identification of need and effective partnership working, children are supported to make progress from their individual starting points. Consequently, children develop the skills that enable them to thrive and succeed in their future learning.

Behaviour, attitudes and establishing routines: Expected standard

Typically, leaders have established clear expectations for children's behaviour that help children to feel safe, secure and ready to learn. Staff are positive role models and consistently promote respectful behaviour. Children understand what is expected of them, behave well and demonstrate kindness towards others. Children form trusting relationships with staff and their peers, which supports their sense of belonging and emotional wellbeing. Staff support children to understand and manage their own feelings and emotions. For example, older children participate in relaxation activities and talk about emotions, such as happiness and excitement. Children also explore books that help them to recognise and discuss different feelings. This supports children to develop a self-awareness of how to regulate their own behaviour and emotions appropriately.

Generally, children demonstrate positive attitudes towards their learning. They typically engage in activities and cooperate well with others. Leaders and staff recognise the importance of regular attendance and work closely with parents and carers to promote it. They monitor attendance patterns and encourage families to ensure that their children attend regularly. Overall, routines across the nursery are effective. However, weaknesses in the organisation of some routines for younger children mean that transitions are not always smooth. For example, moving from outdoor play to lunchtime can take too long, and staff communication is sometimes unclear. As a result, some children become disengaged and miss opportunities to remain purposefully involved in their learning and play.

Children's welfare and wellbeing: Expected standard

Generally, staff place a secure emphasis on promoting children's welfare and wellbeing. They have established a nurturing environment where children feel valued. Effective systems are in place to support children's emotional wellbeing. Staff develop warm relationships with children that help them build confidence and a secure sense of belonging. Children typically settle quickly, engage positively in nursery life and demonstrate high levels of emotional security. Typically, leaders ensure that children's individual needs are identified early and supported effectively. Staff work closely with parents and carers to understand children's needs and provide targeted support where required. This inclusive approach helps all children, including those with special educational needs and/or disabilities and those who face other barriers to learning, make progress from their starting points.

Generally, leaders are committed to promoting an inclusive culture and ensuring that children feel valued and respected. Nevertheless, not all children receive sufficient opportunities to learn about people, families and communities that are different from their own. This limits their understanding of the diverse society in which they live. Staff help children to understand and manage their own feelings and emotions. Typically, children develop positive attitudes, independence and resilience. This helps to support their overall wellbeing and readiness for future learning.

Leadership and governance: Expected standard

Since the last inspection, leaders have driven significant improvements across the nursery. A new senior leadership team has been established. It has an accurate understanding of the nursery's strengths and areas for development. Leaders actively seek the views of staff, children and parents and carers to inform ongoing improvement.

Staff morale is high. They report that leaders place an emphasis on their wellbeing and take effective steps to manage their workload. As a result, staff feel valued and supported in their roles. Typically, staff supervision arrangements are established and provide opportunities for staff to discuss their practice. However, coaching, mentoring and professional development systems are at an early stage of implementation. They have not yet had sufficient time to become fully embedded. Consequently, some staff do not receive consistently incisive feedback about their interactions with children. This contributes to some inconsistencies in practice, meaning that, at times, children are not supported to remain fully engaged in their learning.

Partnership working is a key strength of the nursery. Leaders have established highly effective relationships with the local authority and a range of external professionals to support children's needs and help overcome barriers to learning. Parents receive regular updates about their children's development and speak positively about the communication and support provided by staff. Leaders actively engage families in nursery life, helping to create a shared approach to children's care and education. As a result, children benefit from coordinated support that promotes their learning.

Typically, leaders recognise and respond to the needs of the diverse community that they serve. However, opportunities to help children develop a deeper understanding of the similarities and differences between children, families and communities are not yet fully embedded. As a result, children do not consistently develop a broad understanding of what makes themselves and others unique.